27 March 2026 weekly update

Dear Colleagues,

This week, I had the opportunity to attend the first of two planned organisational change meetings as part of Kent’s developing approach to preventing exclusions. While Kent’s exclusion rates are moving in the right direction, they remain a key priority with data showing they have a disproportionate impact on vulnerable pupils, for example pupils with SEN Support or EHCPs are 3-4 times more likely to be excluded, and there is a clear over‑representation of pupils with SEMH needs, communication difficulties, neurodiversity, and trauma histories. Ethnic disparities also persist, with Black African pupils being twice as likely to be excluded as White pupils when taking size of population into account. With permanent exclusions being associated with long term consequences, such as poorer educational outcomes, increased likelihood of mental health concerns, and increased involvement with youth justice the importance of this work is clear.

This work fits into a wider and ambitious strategic piece of work to reduce exclusions across Kent led by a multi-agency working group, including KPAS, KEPS, STLS and other representatives from across the Professional Resource Group. A wide data gathering exercise is currently underway, including these stakeholder events, gathering views form young people and families and a literature review, which will feed into the drafting of guidance for schools along with piloting of the guidance to ensure it is practical, sustainable, and genuinely supportive for frontline practice.

The stakeholder session brought together school leaders (representing all phases of education, as well as leaders within specialist settings) along with multi-agency professionals; and followed a PATH model (Planning Alternative Tomorrows with Hope). The purpose was to establish a shared vision for preventing exclusions across the county, gain a realistic picture of where we are now and start thinking about what strategies we need to put in place to working towards the espoused vision.

It was a powerful and honest conversation. Contributions from school leaders were both inspiring and challenging. We heard deeply affecting stories that illustrated how exclusion often arises from the interaction of multiple factors - unmet needs, pressures on school systems, family stressors, and wider structural inequalities. Many colleagues highlighted the exceptional work already happening in schools, where staff are working tirelessly to build relationships, provide stability, and foster a sense of belonging for children who are finding school life difficult. At the same time, there was recognition of the very real pressures schools face: limited capacity, increasing complexity of need, and the emotional labour involved in supporting children through crisis.

What struck me most was the shared desire to work together to collectively reduce exclusions. Schools were open about the strain they are under, and how currently support from services can feel inconsistent; nevertheless, the willingness to work differently together, co‑designing solutions was clear.

This is a significant piece of work, but one that holds real promise. The commitment, honesty and expertise shown demonstrates what can be achieved as we move towards a more relational, preventative, and inclusive system for all children in Kent.

Best wishes

Dan Jones
Interim Assistant Director and​ Principal Educational Psychologist​